BACKGROUND School‐based treatment and counseling services (TCSs) can integrate mind‐body techniques (MBTs) to improve children's health, wellness, and academic performance. We aimed to describe the effect of school‐based TCS on MBT‐use among students experiencing difficulties with concentration, emotions, behaviors, and getting along (DCEBG). METHODS National Health Interview Survey data were utilized (N2007 = 1225; N2012 = 1835). Logistic regression examined associations between TCS‐type and MBT‐use, while propensity score matching controlled for confounders in the prematch sample. RESULTS Compared with children without DCEBG, MBT‐use was higher among children with DCEBG, but it decreased from 2007 (9.7%) to 2012 (5.1%). Receipt of school‐based TCS increased from 2007 (11.3%) to 2012 (33.9%). Receipt of school‐only TCS, compared with nonschool‐only TCS, was associated with lower MBT‐use (OR2007 = 0.20; OR2012 = 0.54). After matching, this difference remained for 2007 (tprematch = −2.77; tpostmatch = −2.00), but not 2012 (tprematch = −2.53; tpostmatch = −0.88). School‐only TCS‐use increased with family activity limitations; in 2012, it decreased with higher parental education. Mind‐body techniques‐use was higher in girls and associated with higher parental education and family activity limitations. CONCLUSIONS While the relative increase of MBT integration by school‐based TCS is commendable and further encouraged, school mental health practitioners should account for the differential effects of family‐level factors on TCS‐choice and MBT‐use.